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Learning analytics: envisioning a research discipline and a domain of practice

Learning analytics: envisioning a research discipline and a domain of practice Learning Analytics: Envisioning a Research Discipline and a Domain of Practice George Siemens Technology Enhanced Knowledge Research Institute Athabasca University Edmonton, AB T5J 3S8 780-421-5841 gsiemens@athabascau.ca ABSTRACT Learning analytics are rapidly being implemented in different educational settings, often without the guidance of a research base. Vendors incorporate analytics practices, models, and algorithms from datamining, business intelligence, and the emerging œbig data  fields. Researchers, in contrast, have built up a substantial base of techniques for analyzing discourse, social networks, sentiments, predictive models, and in semantic content (i.e., œintelligent  curriculum). In spite of the currently limited knowledge exchange and dialogue between researchers, vendors, and practitioners, existing learning analytics implementations indicate significant potential for generating novel insight into learning and vital educational practices. This paper presents an integrated and holistic vision for advancing learning analytics as a research discipline and a domain of practices. Potential areas of collaboration and overlap are presented with the intent of increasing the impact of analytics on teaching, learning, and the education system. researchers and practitioners in order to guide the development of new tools and techniques for analytics. It is uncertain at this stage whether LA will develop as a distinct field of http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Learning analytics: envisioning a research discipline and a domain of practice

Association for Computing Machinery — Apr 29, 2012

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References (32)

Datasource
Association for Computing Machinery
Copyright
Copyright © 2012 by ACM Inc.
ISBN
978-1-4503-1111-3
doi
10.1145/2330601.2330605
Publisher site
See Article on Publisher Site

Abstract

Learning Analytics: Envisioning a Research Discipline and a Domain of Practice George Siemens Technology Enhanced Knowledge Research Institute Athabasca University Edmonton, AB T5J 3S8 780-421-5841 gsiemens@athabascau.ca ABSTRACT Learning analytics are rapidly being implemented in different educational settings, often without the guidance of a research base. Vendors incorporate analytics practices, models, and algorithms from datamining, business intelligence, and the emerging œbig data  fields. Researchers, in contrast, have built up a substantial base of techniques for analyzing discourse, social networks, sentiments, predictive models, and in semantic content (i.e., œintelligent  curriculum). In spite of the currently limited knowledge exchange and dialogue between researchers, vendors, and practitioners, existing learning analytics implementations indicate significant potential for generating novel insight into learning and vital educational practices. This paper presents an integrated and holistic vision for advancing learning analytics as a research discipline and a domain of practices. Potential areas of collaboration and overlap are presented with the intent of increasing the impact of analytics on teaching, learning, and the education system. researchers and practitioners in order to guide the development of new tools and techniques for analytics. It is uncertain at this stage whether LA will develop as a distinct field of

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